Standards for the under-fives were found to be improving steadily in schools that were maintained by local education authorities, and were good in just over half of Welsh primary schools. The quality of the early years curriculum was good in about 70 per cent of the nursery and reception classes in primary schools that were maintained by local education authorities.
However, creative development was found to be a weakness, compared with other aspects of early education in LEA nursery classes, alongside mathematical development.
The report, from the chief inspector of education and training in Wales, also found the most common weaknesses in reception classes related to the condition of school buildings and resources, which often limited the standards that children could achieve in their physical development. However, children in reception classes performed well in mathematical, personal and social development, language, literacy and communication skills.
Many children had developed beyond the desirable learning outcomes (now replaced by the early learning goals), which are the expected standards for the early years, by the time they left the reception class.
In contrast to reception classes, many voluntary, private and independent nurseries, and playgroups achieved good standards in physical development. These settings were also praised for good standards in personal and social development, and language, literacy and communication skills.
Overall, Estyn concluded that children's achievements had steadily improved in all six areas of early years learning in 1999/2000.
In primary schools, literacy standards rose in both English and Welsh, but writing was the least developed skill. Pupils' attainment in numeracy also improved, and in many schools standards at Key Stage 1 were found to be improving faster than at Key Stage 2, because of the introduction of a more direct teaching approach with a greater emphasis on oral and mental work and on talking about mathematics.
